9783639190830 - identity construction, reflective learning, and digital game di hsiao, hui-chun (4 risultati)
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Da: preigu, Osnabrück, Germaniapreigu
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Taschenbuch. Condizione: Neu. Identity Construction, Reflective Learning, and Digital Game | Hui-Chun Hsiao | Taschenbuch | Englisch | VDM Verlag Dr. Müller | EAN 9783639190830 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.
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Da: Revaluation Books, Exeter, Regno UnitoRevaluation Books
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Paperback. Condizione: Brand New. 144 pages. 8.66x5.91x0.33 inches. In Stock.
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Da: moluna, Greven, Germaniamoluna
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Kartoniert / Broschiert. Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Hsiao Hui-ChunDr. Hsiao received her M.F.A. in Computer Graphics & Interactive Media from Pratt Institute in 1993 and completed her Ph. D. in Art Education at The Pennsylvania…State University in 2007. Her areas of special interes.
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Da: AHA-BUCH GmbH, Einbeck, GermaniaAHA-BUCH GmbH
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Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - For more than 20 years, digital games have caught the attention of scholars across a variety of disciplines who are examining them for their potential as a learning tool. Recent studies have looked at how digital games support learning…in different contexts. However, in terms of digital games and the opportunities they offer for learning through reflection, most research focuses on the reflection that occurs as a game player consciously and purposefully applies ideas in each phase of problem solving. Relatively few studies focus on the deep reflection that occurs during players emotional engagements, narrative experiences, and identity construction within game play, and whether such reflection leads meaningful learning. Using the digital game The Sims 2 (TS2) as an example, this study was designed to advance understanding of how digital game play provides an interactive narrative interface through which players may play, explore, and express themselves, via ludic narrative. Ultimately, the goal of the study was to discover whether the experience of narrative play and sharing in TS2 encourages reflective learning and the construction of identity.
